How One Ohio District Transformed Literacy for English Learners Post-Pandemic
In the wake of the pandemic, many school districts faced widening literacy gaps, especially among English learners. Troy City Schools in Ohio took a bold step to reverse this trend by implementing a specialized multisensory reading program. By training over 100 staff members and committing to equity, they've turned challenges into measurable progress. Below, we explore the key questions behind their success.
What unique challenges do English learners face, and how did Troy City Schools respond?
English learners in elementary school must master a new language while keeping up with academics like reading, math, and social skills. In Troy City Schools, about 3% of 4,000 students speak primary languages such as Spanish, Ukrainian, or Japanese. This is a smaller population than the national average of 11%, but the district recognized that these students were particularly vulnerable to literacy gaps worsened by the pandemic. To address this, they launched a targeted literacy initiative. Sarah Walters, a literacy instructional support specialist, emphasized the need for equitable learning opportunities. The district decided to train 116 staff members—including every elementary teacher, intervention specialist, paraprofessional, and principal—in the Orton-Gillingham approach, which integrates movement and touch into reading instruction. This comprehensive effort aimed to close the literacy gap and reduce student frustration.
What is the Orton-Gillingham approach, and why did the district choose it?
Orton-Gillingham is a multisensory teaching method that breaks down reading into smaller, sequential steps. It uses visual, auditory, and kinesthetic-tactile pathways to help students connect sounds to letters. For example, students might trace letters in sand while saying the sound aloud. This approach is especially effective for struggling readers, including English learners, because it reinforces phonics through multiple senses. Troy City Schools chose Orton-Gillingham after noticing that phonics was a major hurdle for their multilingual students. The district’s literacy specialist, Sarah Walters, became certified through the Institute for Multi-Sensory Education and now trains other staff. The method directly addresses the frustration and withdrawal that students experienced when trying to decode words. By making reading more concrete and engaging, Orton-Gillingham helps English learners build a strong foundation for future learning.
How did the pandemic affect English learners' literacy in Troy City Schools?
The pandemic disrupted learning for all students, but English learners were hit especially hard. In Troy City Schools, many of these students lost crucial in-person instruction time, which is vital for language acquisition. Teachers observed increased frustration, withdrawal, and social-emotional struggles among English learners. Phonics, in particular, became a major barrier. Prior to the pandemic, English-language instruction was inconsistent and fragmented across classrooms, making it difficult for students to catch up. The district realized that without a systematic intervention, the literacy gap would continue to widen. In response, they spent three years planning and securing funding before launching the Orton-Gillingham program. The goal was not only to improve reading scores but also to restore students' confidence and engagement in learning.
What steps did the district take to implement the new literacy program?
Implementation was a deliberate, multi-year process. First, the district identified the need for a unified, evidence-based approach to literacy for English learners. After evaluating options, they chose Orton-Gillingham and began training key staff. Sarah Walters became certified and then led training for 116 employees, including all elementary teachers, intervention specialists, paraprofessionals, and principals. Training ensured everyone used consistent techniques. The district also allocated dedicated time for daily literacy blocks and provided ongoing coaching. Classroom materials were adapted to include multisensory activities. The program rolled out gradually, with continuous monitoring of student progress. According to Danielle Romine, director of elementary teaching and learning, the district used post-COVID relief grants and internal budget allocations to fund the initiative. This careful planning allowed Troy City Schools to avoid rushed implementation and ensure fidelity to the Orton-Gillingham method.
Who were the key people involved in this literacy initiative?
Two central figures drove the literacy transformation in Troy City Schools. Sarah Walters, a literacy instructional support specialist, championed the Orton-Gillingham approach. She became certified through the Institute for Multi-Sensory Education and now oversees teacher training and classroom support. Her firsthand experience with students' struggles gave her a passion for finding effective solutions. Danielle Romine, the director of elementary teaching and learning, provided strategic leadership. She navigated the district's three-year planning process and secured funding from post-COVID relief grants and budget allocations. Together, they collaborated with building principals, intervention specialists, and classroom teachers to ensure consistent implementation. The entire elementary staff—116 people—committed to learning the new method, showing that systemic change requires buy-in at every level. Their teamwork has been crucial to the program's early success.
How was the Orton-Gillingham program funded?
Funding a district-wide literacy program required resourcefulness. Troy City Schools used a combination of post-COVID relief grants and internal budget allocations to cover training, materials, and staffing. The pandemic-related federal relief funds, such as ESSER (Elementary and Secondary School Emergency Relief), provided a critical source of money. The district's leadership prioritized literacy for English learners, allocating funds from their own budget as well. According to Danielle Romine, the district spent three years securing adequate funding before launching the program. This deliberate approach ensured they could train all 116 staff members and purchase necessary supplies, such as sand trays and letter cards for multisensory activities. By blending temporary grants with sustained local commitment, Troy City Schools created a stable foundation for the Orton-Gillingham initiative, avoiding the common pitfall of relying solely on short-term funding.
What results has the district seen so far?
While specific achievement data hasn't been fully released, the district reports that the Orton-Gillingham program is already paying off. Teachers have observed reduced frustration among English learners, who now approach reading with more confidence. Students are less withdrawn and more willing to participate in phonics activities. The multisensory approach has helped struggling learners make connections they previously missed. Sarah Walters notes that the consistent, structured instruction gives students a sense of mastery. Early assessments show growth in letter-sound recognition and decoding skills. The district is continuing to monitor progress and expects long-term gains in reading comprehension. The social-emotional benefits are equally important: students who once felt defeated now show resilience. Troy City Schools views this as a promising step toward closing the literacy gap for English learners, and they plan to expand the program to other grades if results continue to improve.
What does the future hold for English learners in Troy City Schools?
Looking ahead, Troy City Schools aims to sustain and expand the Orton-Gillingham initiative. The district plans to continue training new staff as turnover occurs and to deepen support for existing teachers through coaching cycles. They are also exploring ways to involve families in multisensory literacy activities at home. The long-term goal is to ensure that all English learners achieve grade-level reading proficiency by the end of elementary school. Sarah Walters emphasizes that equitable learning opportunities remain the guiding principle. The district hopes that by building a strong literacy foundation, these students will thrive in all subjects. If current trends continue, Troy City Schools may serve as a model for other districts with similar demographics. Their strategic, patient approach—grounded in evidence and community commitment—offers a blueprint for turning the tide on pandemic-era learning loss.